Mon. Mar 8th, 2021

Developing Pre-reading Skills in Children: Parents and Teachers can be Partners in Progress
F.A. ABOKI

Introduction
Pre-reading comprises the many activities used to develop the attitudes and skills that the child will need before the reading process can begin (Walker, 1975). Though it is now generally accepted that early reading involves a much more complex set of processes than was formerly thought to be the case, pre—reading is, in practice, a much
neglected field. In a great number of schools provision for reading readiness is minimal. Both parents and teachers need to think about what schools are for and what homes are for. They can best do this together at Parent Teacher Association (PTA) meetings (Mayo, 1971). Unfortunately, some parents think educating their children is solely the
responsibility of teachers. “After all,” they say, “are not teachers paid to see that their pupils pass tests and examinations and go on to earn big salaries?” Such parents need to be enlightened on the contribution they can make towards their children’s education. In the old days children of pre-school age were educated by their grandparents. They learned the things they needed to know as members of the family; they can still learn a lot at home in preparation for a modern education.

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